Preliminary communication
https://doi.org/10.59549/n.164.3-4.6
Evaluating the effects of project-based history learning on the interests, affinities, and knowledge of elementary school students
Duša Šarunić
; Elementary school Pušća, Donja Pušća
Marcel Burić
; Department of Archaeology, Faculty of Philosophy, University of Zagreb
Goran Milas
orcid.org/0000-0002-7202-3338
; Institute of Social Sciences Ivo Pilar
Supplements: 06 Abstract sarunic.pdf
Abstract
Project-based learning is a promising teaching method that has the potential
to equip students with the knowledge and skills of the 21st century. This form
of learning is directed towards critical thinking and problem solving, involves
students to a greater extent, and results in better-quality knowledge. The evaluation
of project-based learning in the field of history was carried out using
a combination of quantitative and qualitative methodologies. A quasi-experiment
was conducted on 144 fifth and sixth grade elementary school students
in school years 2014/15 and 2015/16 in their regular history and arts classes.
The treatment group attended a project-based learning programme that
included active student workshops and field lessons, while the control group
studied according to the standard programme. At the end of the programme,
the group that attended project classes had stronger interests and affinities
towards history and archaeological heritage (fifth grade = 2.47; p < 0.05)
(sixth grade = 2.15; p < 0.05). The knowledge of the treatment group was
significantly better after the fifth grade (t = 2.12; p < 0.05), while after the
sixth grade the difference was insignificant (t = 1.63; p = 0.11). The qualitative
part of the research has shown that project-based teaching contributes
to student motivation and engagement to a greater extent.
Keywords
archaeology; assessment in project-based learning; history; lifelong learning; project-based learning; students’ motivation
Hrčak ID:
311309
URI
Publication date:
13.12.2023.
Visits: 282 *